Date of Graduation


Document Type


Degree Type



College of Education and Human Services


Curriculum & Instruction/Literacy Studies

Committee Chair

James Rye.


Purpose. The purpose of this study was to determine the effects of concept mapping on academic achievement in anatomy and transfer of anatomy knowledge to kinesiology and to describe the participants' experience with this new study strategy. Methods. Thirty-eight junior physical therapy and occupational therapy students volunteered to participate in this study in the fall of 2000. Thirty students matriculated into the spring semester and completed the study. All participants signed informed consents. Participants were randomly assigned to a control group or concept mapping group. The concept mappers were instructed with concept mapping. Members of the concept mapping group were given a copy of InspirationRTM software to install on their home computers for participating in the study. Control group members received {dollar}30 for participating in the study. Concept mappers were required to submit weekly concept maps for seven weeks in the fall semester. No concept maps were required the spring semester. All participants maintained a record of the time and method for studying for anatomy in the fall and kinesiology in the spring. Participants were tested prior to instruction and immediately after in anatomy on upper extremity topics. A Learning Styles and Study Strategy Inventory (LASSI) was also collected at the start of the study, at the start of the spring semester and upon completion of the study in the midterm of the spring semester. The participants were tested on kinesiology knowledge pre and post classroom instruction. Grades for the anatomy and kinesiology curses were also collected. Results. No statistically significant differences (p < .05) were found between groups on measures of anatomy knowledge, kinesiology knowledge or LASSI. Significant correlations (p < .01) were found between anatomy course grade average and kinesiology course grade average (r = .547). Qualitative findings revealed differences in acceptance of concept mapping as a new strategy depending on the participants' overall metacognitive approach to learning. Conclusions. Concept mapping in anatomy did not improve scores of academic performance for anatomy or kinesiology. However, the intent of the student to use the concept mapping strategy as a rote learning method may have influenced the results. The effectiveness of concept mapping as a learning strategy may depend on metacognitive level of the student using the technique.